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(2014). Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12, 8th Edition (pp. 20-44). [Yuzu]. Retrieved from    https://reader.yuzu.com/#/books/9780133392784/

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What is analytic teaching?
A teacher uses analytic teaching to observe and assess  the development of student literacy. This process supports all students strengths and competencies and meeting their unique needs.
What does analytic teaching encompass?
Activities that involve communication with teachers and students, choices made by the learner, learner discovery, self-expression, and engagement. Students find meaning, set goals, learn new concepts, build their problem-solving skills, and take responsibility for evaluating their accomplishments and needs.

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When planning activities for a lesson, teachers should concentrate on student needs, teaching techniques, and questions that will best guide learning.

Student needs  can be met through differentiated instruction.  When a teacher is differentiating their instruction, it is important to consider a student's level of rediness for the specific skill or concept. It is also imporant to consider the interest a learner has for the topic. Finally, consider the learning profile of each child, for example, the child's gender, culture, intelligences, and learning styles.

Teaching techniques teachers can use include didactic teaching and discovery teaching. Through didactic teaching,  new content is given to students directly. With discovery teaching, learners seek the information themselves.

Also consider questions that may help the students during the lesson. Problem-solving questions help students move from an "I don't know" mindset to a "How can I solve this problem?" mindset. One example of a problem-solving question is "How can you figure out the meaning?" Facilitating questions invite continued thinking to guide students to discovery.  An example of a facilitating question is "Do you see any clues that might help you in the sentence?"

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Teacher Objectives and Correlated Student Learning Objectives

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Teacher Objectives and Correlated Student Learning Objectives

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Teacher objectives share the content of the standard or student needs that will be taught in a lesson.
Student learning objectives communicates student expectations in a lesson. These objectives assist the teacher and students in focusing on student behavior in terms of indicators of student performance.

When writing student learning objectives, teachers should include the condition, the observable behavior, and the criterion. The condition is the setting in which the behavior will occur. The observable behavior refers to the expectations students should demonstrate to the teacher. The criterion provides a basis for proving if the lesson helped perform on a higher level than before. See the attached image for an example of a SLO for a lesson on the 5 main elements of plot.

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This model is very structured and teacher initiated, unlike the nondirective teaching model. Direct instruction is very effective for students who have difficulty understanding how to read more strategically. Analytical teachers use these six steps:
Step 1: Orientation/Overview
Share the purpose of the lesson and teacher's expectations. Student accountablity is established.
Step 2: Direct instruction and modeling
Teacher is actively involved in the lesson during this step. She explains and models the new skill then introduces the lesson. Strategies to include are thinking out loud and stating why.
Step 3: Structured practice
Students practice what the teacher modeled with the teacher's assistance. In this step, the teacher determines the accuracy and effectiveness of the lesson.
Step 4: Guided practice
Students apply the new information or skill on their own or in small groups. The teacher will observe and provide feedback when needed. This step involves differentiated activities.
Step 5: Independent practice
Students apply what they have learned without help from the teacher. This gives further information on the accuracy and effectiveness of the lesson.
Step 6: Evaluation activity
This step is a way of determining the effectiveness of the lesson. An evaluation activity is usually teacher made.

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A model designed to help students set their own personal goals. Analytical teachers use three phase to help students.
Phase 1: Define the helping situation.
Work with the student to determine how the student is feeling in their area of difficulty.
Phase 2: Explore the problem.
The student will define the problem while the teacher accepts and clarifies his feelings.
Phase 3: Insight
Students discuss the problem and become aware of the reasons for their feelings.
Phase 4: Planning and decision making.
Students plan initial decisions, and teachers clarify.
Phase 5: Integration
Students begin to take positive actions.

See the example of one student setting a goal with her teacher.

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Uploaded by Brett Greenfield on 2016-09-22.

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LEVEL 3: Determine the areas within the domain a student is having difficulty.
If the student has underdeveloped oral and written ability, ask:

Is there underdeveloped speaking or listening? Is there underdeveloped spelling?

If the student has difficulty with word recognition, ask:

Is there a limited sight vocabulary and a word recognition strategy?

Is there a difficulty in word analysis?

Can the learner blend words?

Does the learner know about word morphology?

Does the learner have difficulty with context clues?

Can the learner use a dictionary for word recognition?

If the student has difficulty with comprehension and strategic reading for narrative text, ask:

Does the learner have limited meaning vocabulary?

Does the learner have thinking or problem solving skills in comprehension?

For example, identifying story features, predicting events, or evaluating a character's actions

Is there a difficulty recognizing their own ability to understand what was read?

Does the comprehension problem result from difficulty with word recognition? Difficulty in strategic reading for expository text or study skills?

If the student has difficulty with strategic reading for expository text and study skills, ask:

Is there a difficulty with content-specific vocabulary? Content-specific skills?

Is there a difficulty recognizing whether the text is meaningful to the learner?

Is there a difficulty locating information? Organizing information?

If there are physical, psychological, and environmental factors invovled, ask:

Does the learner demonstrate the influence of a physical factor? A psychological factor? An environmental factor?

Has the learner had opportunties to read and write relating to his or her needs and interests?

Does the learner have a negative attitude about reading/writing?

Can the learner answer "What is reading?" or "What is writing?" in an acceptable way?

Is my curriculum taking away the opportunity for the learner to read or write for his own purposes?

Have I examined my own beliefs and attitudes about how this learner might need to learn?

Have I explored alternative instructional methods that might benefit this leaner?

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The analytic teacher believes all students can learn and be successful in reading and writing. They support the strengths and competencies of students in addition to meeting students at their instructional needs. Analytic teachers provide diverse opportunities to develop students' unique strengths while  understanding that students learn in different ways and provide a variety of opportunities for students to reach their greatest potential.

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*Committed to teaching for democracy
*Help students think deeper, question, see in a variety of perspectives, and gain multicultural experiences
*Good listeners
*Reflective about their students and instruction
*Dedicated to teaching their students effectively
*Observant of students
*Decisive

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Analytic teachers are most effective when they teach students using all of the multiple intelligences. If a teacher knows she is strong in one of the multiple intelligences but not in another, she might seek advice from other teachers or individuals and resources.
Teaching with multiple intelligences is differentiating instruction. It is important for teachers to teach using multiple intelligences because students learn in their own ways, so the teacher will be teaching to each child's needs. Multiple intelligences also brings diversity into the classroom, and students will feel valued.

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An analytic teacher uses three levels of analysis to plan for what strategies and lessons she will use to help her students. These levels can also be used as a tool to monitor student progress.
LEVEL 1: Determine weakness in literacy by asking these questions:

Is there a lack of success in literacy?

Under what conditions or in what situations?

LEVEL 2: Determine where the difficulty occurs by asking these questions:

Is the student showing underdeveloped oral or written ability?

Does the student have difficulty with word recognition? Comprehension? Strategic reading or study skills?